TY - CHAP
T1 - Multilingual Children with Special Needs in Early Education
T2 - All childs languages matter
AU - Novogrodsky, Rama
AU - Meir, Natalia
PY - 2020
Y1 - 2020
N2 - Today, more than half of the world's children are raised multilingual, which poses diagnostic and interventional dilemmas to providers for children with special needs. This chapter discusses issues related to multilingual language assessment and intervention in early education. According to the best practice guidelines of professional bodies, multilingual children with special needs should be diagnosed and receive intervention in all languages the child speaks. Importantly, empirical research consistently demonstrates that multilingualism is not a burden for children with special needs. There is no empirical evidence that children with developmental disorders cannot become multilingual. Multilingual children with developmental disorders can acquire two languages, following their own trajectory of language development. This chapter gives the reader a complete picture of potential ways to implement these approaches in early education for multilingual children with special needs. The chapter ends with suggestions for future directions for research and education, focusing on the relationship between the child's educational needs, the family's needs, and the languages that are part of his/her life.
AB - Today, more than half of the world's children are raised multilingual, which poses diagnostic and interventional dilemmas to providers for children with special needs. This chapter discusses issues related to multilingual language assessment and intervention in early education. According to the best practice guidelines of professional bodies, multilingual children with special needs should be diagnosed and receive intervention in all languages the child speaks. Importantly, empirical research consistently demonstrates that multilingualism is not a burden for children with special needs. There is no empirical evidence that children with developmental disorders cannot become multilingual. Multilingual children with developmental disorders can acquire two languages, following their own trajectory of language development. This chapter gives the reader a complete picture of potential ways to implement these approaches in early education for multilingual children with special needs. The chapter ends with suggestions for future directions for research and education, focusing on the relationship between the child's educational needs, the family's needs, and the languages that are part of his/her life.
KW - Multilingualism
KW - special needs
KW - Early education
KW - Developmental language disorder (DLD)
KW - Autism Spectrum Disorders (ASD)
KW - hearing impairment
KW - Intellectual developmental disorder
KW - Assessment
KW - Intervention
UR - https://link.springer.com/referenceworkentry/10.1007/978-3-030-47073-9_18-1?noAccess=true
U2 - 10.1007/978-3-030-47073-9_18-1
DO - 10.1007/978-3-030-47073-9_18-1
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T3 - Springer International Handbooks of Education (SIHE)
SP - 1
EP - 29
BT - Handbook of Early Language Education
A2 - Schwartz, Mila
PB - Springer International Publishing
CY - Cham
ER -